1 / 32

CHAPTER 11 SELF AND PERSONALITY

CHAPTER 11 SELF AND PERSONALITY. Learning Objectives. How is the personality typically defined, and what are the five principles of defining personality? How do psychoanalytic, trait, and social learning theories explain personality development?. Personality.

gonzalok
Download Presentation

CHAPTER 11 SELF AND PERSONALITY

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. CHAPTER 11SELF AND PERSONALITY

  2. Learning Objectives • How is the personality typically defined, and what are the five principles of defining personality? • How do psychoanalytic, trait, and social learning theories explain personality development?

  3. Personality • An organized combination of attributes, motives, values, and behaviors • Patterns of traits • Unique to each individual • Consistent across situations and time • Self-Concept: Perceptions • Self Esteem: Evaluation • Identity: Overall sense of who you are

  4. McAdams and Pals (2006) Five Principles • Personality shaped by evolution for adaptation to environment • People differ in dispositional traits • People differ in characteristic adaptations • Each has a unique life story • Cultural and situational influences ever present

  5. Psychoanalytic Theory: Sigmund Freud • Three parts of the personality • Selfish Id; Rational Ego; Moralist Superego • Stages of psychosexualdevelopment • Biological: ends at sexual maturity • Personality formed in first 5 years • Childhood anxieties become adult traits

  6. Psychoanalytic Theory: Erik Erikson • Emphasized • Social influences • Rational ego • Life-span development • Crisis-Oriented Stages Result From: • Maturational forces • Social demands

  7. Trait Theory • Psychometric Approach • Personality: a set of traits • Individual differences in each trait • Measurement approach • “Big Five” - Universal and stable • Evidence of genetic basis • Universal

  8. Social Learning Theory • Personality: A set of behavior tendencies • Shaped by interactions • Found in specific social situations • No universal stages • Not enduring traits • People change as environment changes • Situational influences important • E.g., cheating

  9. Learning Objectives • How does self-concept emerge during infancy and how does it change across the life span? • How has infant temperament been categorized? • How do these temperament styles interact with caregiver characteristics? • How does temperament relate to later personality?

  10. Infancy:The Emerging Self • First 6 months: Discover physical self • Joint attention at about 9 mo • Difference in perceptions can be shared • Self-recognition about 18 months • Categorical self (age, sex): 18 – 24 months • Based on cognitive development • Requires Social Experience • The looking-glass self: a “reflection”

  11. Temperament • Seen in infancy • Genetically based • Tendencies to respond in predictable ways • Building blocks of personality • Goodness of Fit (Thomas & Chess) • Parenting techniques • Learning to interpret cues • Sensitive responding

  12. Leaning Objectives • What changes occur in the development of children’s self-esteem? • What factors influence self-esteem? • How does personality evolve over childhood and what do children understand of their personality?

  13. Changes in Self-Concept: age 8 • Include psychological, social qualities • Previously used only physical traits • Increased Use of: • Social comparison, multidimensionality • Hierarchy with self-worth on top • More accurate self evaluations • Widening gap between ideal-self and real-self

  14. Contributions to Higher Self-Esteem • Competence! • Positive social feedback • Warm democratic parents • Social comparisons that are positive • Some temperament traits established • Will develop into adult traits

  15. Learning Objectives • How do adolescents conceptualize their selves, including self-esteem and personality? • What factors influence the development of identity during adolescence? • How do adolescents make vocational choices and how does work affect adolescents’ identities?

  16. The Adolescent • Increased awareness of psychological and abstract traits • Self-concept more integrated • Self-esteem dips temporarily, rebounds • Erikson’s Stage of Identity vs. Role Confusion • “Who Am I?” • Can last as long as into early 30s

  17. Marcia’s Ego Identity Statuses • Diffusion: “Hey wait a minute – they didn’t know everything. Maybe I’m not who they said I was.” (No crisis. No commitment) • Foreclosure: “I’ll be a (Catholic, Democrat, doctor, etc.) because that’s what they told me was right.” (Commitment without crisis) • Moratorium: “Who am I? What is right? Who will I become?” (Crisis, no commitment) • Identity Achieved: “I can make my own life choices.” (Commitment, evolved from crisis)

  18. The Four Identity Statuses as They Apply to Religious Identity

  19. Identity Achievement • Ethnic Identity begins in infancy • Vocational Identity - increasingly realistic • “Goodness of fit” becomes useful • Influential Factors • Cognitive development • Openness to experience trait • Warm, democratic parenting • Culture that encourages exploration

  20. Learning Objectives • How does personality change during adulthood? • Why do people change or remain the same? • How does culture influence personality

  21. Self-Concept and Adulthood • Stable Self-Esteem • Generally good • Ability to adjust ideal to real self • Evaluate self with different standards • Comparisons with age-mates • Related to stable personality traits • Losses in self-esteem in later old age

  22. Changes in Personality • Cross-sectional studies show more changes • Longitudinal, Cross-Cultural Studies • Adulthood: achievement and confidence • Older adults • Decrease: activity level, openness to experience • Increase: introversion, emotional stability, conscientiousness

  23. Influences on Personality Change • Heredity • Earlier experiences • Stability of environment • Biological factors (e.g., disease) • Poor person-environment fit

  24. Learning Objectives • What is the focus of each of Erikson’s psychosocial stages? • What factors can influence how each crisis is resolved?

  25. Adulthood – Erikson and Research • Identity provides for intimacy in young adulthood • More traditional women solve identity crisis after intimacy (marriage, children) • Midlife generativity supported • “Midlife crisis” not supported • Integrity in old age supported • Includes life review • Life Stories: narrative identity approach

  26. Learning Objectives • How do career paths change during adulthood? • How do adults cope with age-related changes that affect their working selves? • How are older adults influenced by retirement? • How can we characterize successful aging?

  27. Vocational Development • Young adults: Career exploration • Thirties: Settling down • Forties & Fifties: Career peaks • Older Workers • Competent, satisfied, and positive • Selective optimization with compensation

  28. Retirement • Average age 63 • Adjustment phases • Success Factors: • Person-environment fit • Selective optimization with compensation • Disengagement versus Activity Theory • Support for activity theory

More Related